THE DEVELOPMENT OF THE LEARNING MANAGEMENT MODEL OF FLIPPED CLASSROOM BY USING ACTIVITY-BASED LEARNING TO ENHANCE STUDENT ENGAGEMENT IN THE UPPER SECONDARY SCHOOL.

Abstract

The purposes of this research were 1) to study, analyze, synthesize the compositions and processes of the learning Management Model of Flipped Classroom by Using Activity-based Learning 2) to develop the learning management model of flipped classroom by using activity-based learning to enhance student engagement in the upper secondary school, and 3) to evaluate the effectiveness of the Learning Management Model of Flipped Classroom by Using Activity-based Learning to Enhance Student Engagement in the Upper Secondary School. The sample used consisted of 30 students from the sampling (Purposive sampling) The instruments used were analysis and synthesis contents, assessment format for learning model, achievement test, student engagements’ assessment format, a set of questionnaires to ask students and teachers’, and principals’ opinions. The tools used for statistics analyzing were a content analysis, a percentage, a mean, a standard deviation and a T-Test Dependent. The Results were:

1. The Learning Management Model consists of 6 components: 1) The

principles, concept, and theory of the learning management model of flipped classroom by using activity-based learning to enhance student engagement in the upper secondary school, 2) objectives, 3) content, 4) learning management procedure, 5) evaluation, 6) the roles of teachers, students, and parents.  And there were 6 processes in learning management procedure: adjustment, searching, planning, experiencing, evaluation, and report.

1. The effectiveness of the learning management model of flipped

classroom by using Activity-based learning to enhance student engagement in the upper secondary school is very high (77.46/73.66 by using E1/E2).  The posttest average of the students who use the learning management model of flipped classroom by using activity-based learning to enhance student engagement in the upper secondary school was higher than the pretest by statistically significant at the .05 level. The students’ engagement was at the 4.69 level. The students’ satisfaction was at the 3.97 level.

1. The effectiveness of the learning management model of flipped

classroom by using activity-based learning to enhance student engagement in the upper secondary school is very high.  The posttest average of students who use the learning management model of Flipped classroom by using activity-based learning to enhance student engagement in the upper secondary school was higher than the pretest by statistically significant at the .01 level by using E1. The students’ engagement was at the highest level (4.5).  The students’ satisfaction was at a high level (4.09).  The teachers and the principals’ opinion was at a high level (4.01).

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